大学生主动、被动拖延与正念、自我效能感的关系

Relationship between active or passive procrastination and mindfulness,and self-efficacy of college students

目的探讨大学生主动或被动拖延与正念的相关关系及自我效能感在其中的中介作用。方法使用拖延评估量表、主动拖延量表、正念注意觉知量表和一般自我效能感量表对454名大学生进行问卷调查。结果被动拖延与一般自我效能感(r=-0.34,P<0.01)、正念水平(r=-0.40,P<0.01)分别呈低度、中度负相关,主动拖延与一般自我效能感(r=0.39,P<0.01)、正念水平(r=0.31,P<0.01)分别呈中度、低度正相关,正念水平与一般自我效能感呈低度正相关(r=0.23,P<0.01)。一般自我效能感在正念与被动拖延或主动拖延间都起部分中介作用,效应量分别为18.60%、26.82%。结论正念水平越高,大学生被动拖延发生的可能性越低,但采取主动拖延策略的可能性更大;正念与自我效能感可负向预测大学生被动拖延,可正向预测大学生主动拖延。这增进了对大学生两种拖延行为的理解,并为未来相应地制定干预策略提供重要的依据。

Objective To explore the relationship between college students?active or passive procrastination and mindfulness,and to evaluate the mediating role of self-efficacy.Methods A total of 454 college students were assessed with Procrastination Assessment Scale-students,Active Procrastination Scale,Mindful Attention Awareness Scale and General Self-efficacy Inventory.Results Passive procrastination was low or moderately negatively correlated with general self-efficacy(r=-0.34,P<0.01)and mindfulness(r=-0.40,P<0.01),while active procrastination was moderately or low positively correlated with general self-efficacy(r=0.39,P<0.01)and mindfulness(r=0.31,P<0.01).Mindfulness was low positively correlated with general self-efficacy(r=0.23,P<0.01).General self-efficacy played a partial mediating role between active or procrastination and mindfulness,amounting 18.60%and 26.82%effects respectively.Conclusion Higher level of mindfulness is related to lower likeliness of passive procrastination,but higher level of mindfulness is related to higher likeliness of active procrastination.Mindfulness and self-efficacy can negatively predict passive procrastination,while positively predict active procrastination.Our findings improve the understanding of active and passive procrastinations among college students,and provide an important basis for the intervention strategies.